The Accountability and Curriculum Reform Effort (ACRE) of NC Department of Public Instruction together with the Race to the Top and the adoption of Common Core State and NC Essential Standards have put the curriculum reform at the forefront of our attention this year. Programs for students with disabilities must continue to be considered in our movement toward the new standards and new assessments.
As the supplemental document released with the Common Core State Standards clearly indicates, special education must be expected to “retain the rigor and high expectations of the Common Core State Standards.” If this vision is to be realized, each school must work to not only provide appropriate accommodations and modifications, but also must embark on real efforts in Universal Design for Learning (UDL). Just as building a school is an excellent opportunity to make facilities accessible to those with disabilities, building a new system of curricular standards, instructional instructional practices, and assessments presents an unprecedented opportunity for schools and districts throughout the state to take UDL seriously.
Importantly, our leaders have maintained the focus on including programs for exceptional children in planning and executing the reform efforts at state and national levels. However, this work can only be achieved if these similar inclusive planning takes place in local school districts and even individual schools.
RELATED LINKS...
CCSS for Instruction of Students - Council on Exceptional Children's professional development page regarding the adoption of Common Core State Standards. The page contains multiple links of relevance for CCSS and special education.
The Accountability and Curriculum Reform Effort (ACRE) of NC Department of Public Instruction together with the Race to the Top and the adoption of Common Core State and NC Essential Standards have put the curriculum reform at the forefront of our attention this year. Programs for students with disabilities must continue to be considered in our movement toward the new standards and new assessments.
As the supplemental document released with the Common Core State Standards clearly indicates, special education must be expected to “retain the rigor and high expectations of the Common Core State Standards.” If this vision is to be realized, each school must work to not only provide appropriate accommodations and modifications, but also must embark on real efforts in Universal Design for Learning (UDL). Just as building a school is an excellent opportunity to make facilities accessible to those with disabilities, building a new system of curricular standards, instructional instructional practices, and assessments presents an unprecedented opportunity for schools and districts throughout the state to take UDL seriously.
Importantly, our leaders have maintained the focus on including programs for exceptional children in planning and executing the reform efforts at state and national levels. However, this work can only be achieved if these similar inclusive planning takes place in local school districts and even individual schools.
RELATED LINKS...
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